生物仪器分析混合“金课”教学法的探索与实践  

The exploration and practice of the blended golden course on Biological Instrument Analysis

作　　者：赵春超[1] 郑昭容 邵建华[1] 潘志明[1] 黄金林[1] ZHAO Chunchao;ZHENG Zhaorong;SHAO Jianhua;PAN Zhiming;HUANG Jinlin(College of Bioscience and Biotechnology,Yangzhou University,Yangzhou 225009,China)

机构地区：[1]扬州大学生物科学与技术学院,扬州225009

出　　处：《生命的化学》2020年第9期1641-1645,共5页Chemistry of Life

基　　金：江苏省高等教育教改研究重点课题(2019JSJG033);扬州大学教改课题(YZUJX2019-8A,YZUJX2018-35C)。

摘　　要：线上线下混合"金课"教学法是推动中国高等教育从"以教为中心"转向"以学为中心"的有效方式之一。生物仪器分析课程是化学、生物、药学等专业的必修基础课。同时,生物仪器分析也是一门实践经验和操作技术含量很高的应用型课程,需要学生高度自主参与,更适合开展线上线下混合教学。本文以"大规模在线开放课程(massive open online courses, MOOC)"所公开的丰富的课程资源为平台和契机,以高效液相色谱章节为案例开展生物仪器分析课程的混合"金课"探索与实践,努力实现"以学生为中心"的教学转型,激发学生的主动性,提高教学质量,引导和培养学生利用线上资源学习的能力。Online and offline blended golden course is one of the effective ways to promote the transformation from "teacher centered" to "learner centered" of Chinese higher education. Biological Instrument Analysis is a basic compulsory course for chemical, biological, pharmaceutical and other majors. At the same time, Biological Instrument Analysis is also an applied course needing more independently participation and suitable for online and offline blended teaching. Basing on MOOC for platform and opportunity, taking the high performance liquid chromatography(HPLC) chapter as teaching example, we practiced blended golden course to the "learner centered" mode to stimulate students’ initiative and improve the teaching quality, by which the students’ learning ability of using online resources was guided and trained.

关 键 词：混合“金课” 生物仪器分析 MOOC 高效液相色谱 

分 类 号：Q-4[生物学] G434[文化科学—教育学]